4 Preface This fourth Texas Public Universities Data and Performance Report provides summary information about the performance of public universities in Texas in academic and other areas. An electronic copy of this report is available on the Coordinating Board web site ( Much of the report covers the Fall 2000 reporting period. However, some data applies to whole academic or fiscal years. Time periods for individual data items are mentioned in the notes. In order to present the most recent information available, academic or fiscal years data used is not always consistent. More detailed information about Texas institutions of higher education can be found in the Coordinating Board s 2000 and 2001 Statistical Reports, in the Coordinating Board s web pages and via the Coordinating Board s interactive Profile Reports Electronically Produced (PREP) interface to the agency mainframe database. Additional information for students is available in the Coordinating Board s web site and in our publications, Educational Opportunities at Texas Public Universities and Educational Opportunities at Public Community and Technical Colleges, which are distributed to high school guidance counselors and are available to the public. The creation of this report was recommended in the Comptroller of Public Accounts 1997 publication, Disturbing the Peace: The Challenge of Change in Texas Government, and was mandated by the 75th Legislature in a rider to the 1997 General Appropriations Act, Section 25, page III-47. The rider is no longer in effect, but the Coordinating Board has decided to continue to make this data and information available. Suggestions for additions or changes to this report should be sent to: Dr. Marshall A. Hill Assistant Commissioner Division of Universities and Health-Related Institutions Texas Higher Education Coordinating Board P. O. Box Austin, Texas Fax: 512/

7 Statewide Higher Education Enrollment Fall 1996-Fall 2000 Notes: The graph and table present five-year Fall headcount enrollments for the major sectors of higher education in Texas. Headcount enrollments for public institutions are based on certified Fall enrollment data provided by institutions to the Coordinating Board. Data on enrollments at independent institutions were provided to the Coordinating Board by the Independent Colleges and Universities of Texas (ICUT). Only accredited independent colleges and universities covered in the Texas Education Code are included. 7

9 Institutional Overview, Fall 2000 Notes: Headcount. The number of students enrolled in Fall Percent Graduate. The percent of the total student headcount accounted for by graduate students. Percent Black. The percent of the total student headcount accounted for by Black students. Percent Hispanic. The percent of the total student headcount accounted for by Hispanic students. Number of Full-time Student Equivalents (FTSE). Semester credit hours generated by students at universities are converted to full-time student equivalents to gauge student utilization of university resources. Fall (or Spring) undergraduate SCHs are divided by 15 SCH to determine FTE undergraduate student. Master s and special professional SCHs are divided by 12 SCH, and doctoral SCH are divided by 9 SCH. Percent of Full-time Student Equivalents that are Graduate Students. The percent of the total FTSEs accounted for by graduate semester credit hours. Percent of Undergraduates Transferring from Community and Technical Colleges. The number of undergraduate students who took 30 SCH or more at community or technical colleges in the past six years and who transferred to a university as a percentage of total undergraduate headcount. Post-baccalaureate students are not included in the number of undergraduates. Percent of Undergraduates Receiving Need-based Financial Aid. The percentage of undergraduates at an institution who are shown in the financial aid database as receiving need-based financial aid. 9

12 Fall 2000 Headcount Enrollment by Ethnicity Notes: Headcount enrollments are based on certified Fall 2000 enrollment data provided by institutions to the Coordinating Board. Enrollments reflect 12th day class rosters of the Fall semester. In some cases, this information may differ slightly from data reported by institutions annually to the Integrated Postsecondary Education Data System (IPEDS). Within ethnic categories, the data on the percentage change since Fall 1996 represents absolute change in numbers of students between 1996 and 2000, not change in proportional representation of ethnic groups. For the first time in Fall 1998 students could be reported with an "unknown" ethnicity. Some of the 2,959 students who reported themselves in this category might consider themselves of dual or multiple ethnicity. These students have been combined with Asian and American Indian students for the "Other" column in this table. 12

16 Student Participation Measures Notes: Headcount (Undergraduate, Graduate, Total). Headcount enrollments are based on certified Fall 2000 enrollment data provided by institutions to the Coordinating Board. Enrollments reflect 12th day class rosters of the Fall semester by the level of the students enrolled. Post-baccalaureate students are included in the undergraduate student count. Semester Credit Hours (Undergraduate, Graduate, Total). Public universities in Texas award semester credit hours (SCHs) to students successfully completing courses. On the whole, students who are classified as freshmen through seniors receive undergraduate SCHs. Master s, doctoral and special professional students receive graduate SCHS. Full-time Student Equivalents (FTSE) (Undergraduate, Graduate, Total). Semester credit hours generated by students at universities are converted to full-time equivalent students to gauge student utilization of university resources. Fall (or Spring) undergraduate SCHs are divided by 15 SCH to determine FTSE undergraduate student. Master s and special professional SCHs are divided by 12 SCH, and doctoral SCH are divided by 9 SCH. Average Semester Credit Hours (SCH) per Student. Semester credit hours generated at the undergraduate and graduate levels are divided by respective headcounts to determine the average number of SCHs taken by students. Post-baccalaureate students are included in the undergraduate student number because they have not been admitted to graduate programs; however the semester credit hours they take are allowed to be funded at the master s level. The more post-baccalaureate students an institution has, the greater the effect this discrepancy will have on the average SCH per student by level. Per FTE Student: State Appropriations, Tuition and Fees. The sum of state funds appropriated to an institution and the tuition and fees it received from students is divided by the number of full-time student equivalents to arrive at this figure. Instructional Expenditures. Expenditures for instruction (primarily faculty salaries) are divided by the FTE student figures to give the relative amounts institutions spend on instruction. Full-time-Faculty-Equivalents (FTFE). The number of FTE teaching-related faculty (classified as 01 or 02 on the CBM-008) is divided by the FTE student figure to give an indication of the faculty strength of an institution. Generally higher ratios equate to smaller average class sizes. Percent of Students who are Community or Technical College Transfers. The number of undergraduate students who took 30 SCH or more at community or technical colleges in the past six years and who transferred to a university as a percentage of total undergraduate headcount. Post-baccalaureate students are not included in the number of undergraduates. 16

19 College Readiness Measures, Academic Year Notes: The first four columns are derived from institutions CBM-002 reports to the Coordinating Board for Academic Year The cohort covered includes all students enrolling for the first-time at an institution during the academic year. Total TASP Tested. Total number of students enrolling for the first-time at an institution during the academic year and who took for the first time the College Readiness Texas Academic Skills Program (TASP) test or an alternative test for TASP purposes as allowed by state law in Academic Year Percent Passing TASP. The percent of TASP-tested students who passed all sections of the test (math, reading, and writing) or an alternative test for TASP purposes and therefore do not require remediation. Number Exempted. Number of students enrolling for the first-time at an institution during the academic year who were TASP-exempted by meeting or exceeding academic exemption standards based on student performance on the TAAS, SAT, or ACT. Percent of Incoming Freshmen Who Require Remediation. Percent of first-time students who failed the TASP Test or an alternative test for TASP purposes and therefore required remediation. Retention Rate of TASP Students with Remediation. Percent of first-time freshmen students who failed one or more portions of the official Texas Academic Skills Program (TASP) examination and were placed in developmental education and who are still enrolled after one academic year. Rates are for FY 2001 and reported by the institutions to the Legislative Budget Board. Developmental Education Appropriations As a Percentage of Lower-Division Instruction for the Biennium. Source is Appropriations for Developmental Education in Texas Public Institutions of Higher Education, THECB, April 2000, p. A-1. 19

21 Financial Aid Measures, Entering Undergraduates for Summer and Fall 2000 Notes: This table was produced by matching the Social Security Numbers (SSN) of students reported as first-time entering undergraduates on the student headcount report for Summer and Fall 2000 with SSNs in the financial aid database for Academic Year Students whose SSNs were reported as invalid numbers are excluded from these numbers. Of the 21,806 first-time entering undergraduates receiving financial aid included in this table, nearly 2,000 did not receive financial aid through the university they attended. These students are concurrently enrolled at another public institution and are receiving their financial aid through that institution rather than their university. Institutions used differing procedures for reporting financial aid applicant numbers. For FY 2001 these differences will be resolved. Number of First-time Entering Undergraduates. The number of students reported by institutions on the student headcount report as first-time entering undergraduates. Number and Percentage of First-time Entering Undergraduates Receiving Financial Aid. The number and percentage of first-time entering undergraduates who are shown in the financial aid database as receiving financial aid. Percent of Statewide First-time Entering Undergraduates Financial Aid Recipients. This column shows the number of an institution s first-time entering undergraduates receiving financial aid as a percentage of the statewide number of first-time entering undergraduates receiving financial aid. If this figure is higher than that shown in column 2, a larger percentage of an institution s first-time entering undergraduates received financial aid than in the state as a whole. First-time Entering Undergraduate Financial Aid Recipients by Amount of Family Contribution as Percent of First-time Entering Undergraduates. First-time entering undergraduates who received financial aid are divided into categories based on the calculated amount their families are determined to be able to contribute. The family contribution is calculated using federal standards based on family income and other factors, such as the number of family members in higher education. Percent of First-time, Full-time Economically Disadvantaged Students Retained. An economically disadvantaged student (EDS) is a student who has zero expected family contribution in the federal financial aid calculation. For purposes of this retention calculation, an EDS is further defined as a student who entered a Texas public general academic institution of higher education within 12 months of graduation from a public or private high school. To calculate the denominator, take the number of EDSs who first entered in the Fall or Spring of the previous fiscal year (or the Summer of the fiscal year preceding that) on a full-time basis (i.e., taking a minimum of six semester credit hours in the Summer or 12 SCHs in the Fall or Spring). The numerator is the number of those students who are enrolled full-time in the subsequent Fall semester (i.e., the Fall semester of the reporting fiscal year) at the same institution with at least a 2.0 GPA based on a 4.0 scale. The GPA is calculated as of the start of the subsequent Fall semester. 21

24 Student Success Measures, Fall 2000 and Academic Year 2000 Notes: This table presents six-year graduation and persistence rates for undergraduates who entered a public university as first-time, full-time undergraduate students in Fall The cohort includes students who enrolled in Summer 1994 and continued enrollment in the Fall. Numbers are based on certified enrollment data provided by public institutions to the Coordinating Board. In most cases where data is not shown, the institution in question was an upper-level institution in 1994 and did not admit freshmen. The rates in this table may understate actual graduation and persistence rates by small amounts. Students are tracked by Social Security Number (SSN). Those whose SSNs have changed are not reported as a match. Six-Year Graduation Rate from this University. The percentage of undergraduates who entered this university as first-time, full-time undergraduates in Fall 1994 and who graduated from this university within six years (by August 2000). Matching was based on student social security number or student identification number. Six-year Graduation Rate from another Public University. The percentage of undergraduates who entered this university as first-time, full-time undergraduates in Fall 1994 who were reported to the Coordinating Board as graduates of another public Texas university or health-related institution within six years (by August 2000). Students graduating from independent universities or from out-of-state institutions could not be identified and were not counted. Six-year Persistence Rate of Students Enrolled at this University. The percentage of undergraduates who entered this university as first-time, full-time undergraduates in Fall 1994 who have not yet graduated but who continued to be enrolled at this university in Fall Matching was based on student social security number or student identification number. Six-year Persistence Rate of Students Enrolled at another Texas Public University. The percentage of undergraduates who entered this university as first-time, full-time undergraduates in Fall 1994 who have not yet graduated but who were enrolled at another Texas public university or health-related institution in Fall Six-year Composite Graduation and Persistence Rate. The sum of the four previous columns. The composite graduation and persistence rate given here understates the actual six-year graduation and persistence rate by an indeterminate amount because it does not account for students who graduated or continued enrollment at independent or out-of-state institutions or whose social security numbers have changed. Other Success Measures Retention Rate of First-time, Full-time Freshmen Entering Fall The percentage of Fall 1999 first-time freshmen who took at least 12 hours in Fall 1999 and who returned in Fall The statistic is based on certified data provided by institutions to the Coordinating Board. First-time students with more than 30 semester credit hours are not classified as freshmen and are not included in the cohort. First-time students who enrolled in the Summer of 1999 and continued in the Fall of 1999 are not included in the 24

25 cohort. This differs from the Legislative Budget Board (LBB) statistic which includes firsttime students enrolled in the Summer. Bachelor s Degrees Awarded to Public Community or Technical College Transfer Students. For the purposes of this measure, a student was considered a transfer student if he or she had enrolled in 30 semester credit hours or more in the past six years at a public community or technical college. The number column gives the number of transfer students receiving bachelor s degrees. The percent column shows degrees awarded to transfer students as a percentage of all bachelor s degrees awarded. Graduates would have received their degrees between September 1999 through August Percent of Baccalaureate Graduates Who Are First Generation College Graduates. Percentage of graduating baccalaureate students whose parents did not graduate from college. Parents are defined only as birth parents, adoptive parents, or legal guardians. This data is from institutions performance measure reports to the Legislative Budget Board and is collected from questions on the graduation application, or other similar means. The data is for FY Percent of First-time, Full-time Economically Disadvantaged Students Retained. An economically disadvantaged student (EDS) is a student who has zero expected family contribution in the federal financial aid calculation. For purposes of this retention calculation, an EDS is further defined as a student who entered a Texas public general academic institution of higher education within 12 months of graduation from a public or private high school. To calculate the denominator, take the number of EDSs who first entered in the Fall or Spring of the previous fiscal year (or the Summer of the fiscal year preceding that) on a full-time basis (i.e., taking a minimum of six semester credit hours in the Summer or 12 SCHs in the Fall or Spring). The numerator is the number of those students who are enrolled full-time in the subsequent Fall semester (i.e., the Fall semester of the reporting fiscal year) at the same institution with at least a 2.0 GPA based on a 4.0 scale. The GPA is calculated as of the start of the subsequent Fall semester. Percent of Semester Credit Hours Completed. This column reflects the degree to which students drop classes. It presents the completed course semester credit hours as a percentage of course semester credit hours (SCH) that students registered for. This figure is calculated from SCHs reported by institutions at the beginning and end of the Fall 2000 semester. 25

27 Teacher Education ExCET Test Results Notes: ExCET Test Takers and Pass Rate for FY The State Board for Educator Certification administers the ExCET certification for prospective teachers. Candidates are eligible to take exams near the end of their preparation program; however, the program must approve their registration for the exams. Assessment data represent candidates success during the final year of their program ( first-year pass rate reflects performance during the year the tests are initially taken) as well as the subsequent year ( cumulative pass rate is based on performance over the two-year period). Such an approach provides an incentive for programs to work with their students if they are not successful in passing on their first attempt. The first-year column shows student performance on ExCET tests taken initially during FY The cumulative column gives passing rates for tests taken in FY 2000 and in FY 2001 (i.e., from September 1999 to August 2001). SBEC Accreditation Status. The State Board for Educator Certification accredits institutions teacher education programs based on their students results on the ExCET exam. Ratings are determined by the performance of the program s candidates on the assessments required for certification. These assessments evaluate the knowledge and skills (both pedagogy and content) that have been identified by Texas educators as being necessary for beginning educators to possess. Candidates generally take the certification exams near the end of their preparation program; however, the program must approve their registration for the exams. To be rated Accredited, a program must achieve a 70 percent first-year pass rate or an 80 percent cumulative pass rate. Each candidate group ( all candidates, and the ethnic and gender groups) must demonstrate performance at or above either the first-year or cumulative standard. Effective with accreditation ratings issued in September 2002, the standards will increase to 75 percent for the first-year pass rate and 85 percent for the cumulative pass rate. If the program is under review for two consecutive years, the law compels SBEC s executive director to appoint an administrator with full powers to supervise all aspects of that program. Entities that do not meet standards for three consecutive years become Not Accredited and lose the authority to recommend individuals for certification. The FY 2001 Accreditation Status was issued by SBEC in November

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